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John Avery Parker

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2018 Official Accountability Report - John Avery Parker

Organization Information
DISTRICT NAME
New Bedford (02010000)
TITLE I STATUS
Title I School
SCHOOL
John Avery Parker (02010115)
GRADES SERVED
PK,K,01,02,03,04,05
REGION
Strategic Transformation
FEDERAL DESIGNATION
-

Overall results

Progress toward improvement targets
Indicator All students
(Non-high school grades)
Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-44-
Mathematics achievement34-24-
Science achievement44----
Achievement total111260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-04-
Growth total3820.02822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total1410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total7.39.6-4.97.6-
Percentage of possible points 76%-64%-
Criterion-referenced target percentage70%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement24-
Science achievement44-
Achievement total101267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total7.410.3-
Percentage of possible points 72%-
Criterion-referenced target percentage72%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 11

Detailed data for each indicator

English language arts achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 482.9 490.3 7.4 484.9 1024Exceeded Target
Lowest Performing 470.5 477.7 7.2 475.8 204Exceeded Target
High needs 482.7 489.3 6.6 484.7 914Exceeded Target
Econ. Disadvantaged 482.3 489.4 7.1 483.9 804Exceeded Target
EL and Former EL 481.9 486.8 4.9 483.5 464Exceeded Target
Students w/ disabilities 473.5 480.8 7.3 475.3 204Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 14--
Hispanic/Latino 483.9 489.0 5.1 485.6 444Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 482.1 492.9 10.8 484.2 344Exceeded Target

Mathematics achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 481.2 482.5 1.3 483.0 1013Met Target
Lowest Performing 462.2 463.3 1.1 465.5 202Improved Below Target
High needs 480.9 481.4 0.5 482.8 902Improved Below Target
Econ. Disadvantaged 480.3 481.1 0.8 481.7 792Improved Below Target
EL and Former EL 481.3 482.2 0.9 483.1 462Improved Below Target
Students w/ disabilities 468.2 472.0 3.8 470.3 204Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 14--
Hispanic/Latino 479.7 482.3 2.6 481.3 434Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 485.5 486.9 1.4 487.8 342Improved Below Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 44.4 54.1 9.7 47.3 374Exceeded Target
Lowest Performing-------
High needs 42.7 51.5 8.8 45.8 344Exceeded Target
Econ. Disadvantaged 43.2 51.6 8.4 45.7 314Exceeded Target
EL and Former EL---- 19--
Students w/ disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White---- 9--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.3 50.0 652Below Target
Lowest Performing 44.8 50.0 202Below Target
High needs 42.7 50.0 592Below Target
Econ. Disadvantaged 40.2 50.0 502Below Target
EL and Former EL 45.4 50.0 302Below Target
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 7--
Hispanic/Latino 40.6 50.0 322Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 48.0 50.0 202Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 35.0 50.0 641Below Target
Lowest Performing 29.8 50.0 200Below Target
High needs 33.4 50.0 581Below Target
Econ. Disadvantaged 32.5 50.0 491Below Target
EL and Former EL 35.5 50.0 301Below Target
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 7--
Hispanic/Latino 37.6 50.0 311Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 35.7 50.0 201Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 84.7 62.5 -22.2 78.2 641No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 84.7 62.5 -22.2 78.2 641No Change
Students w/ disabilities-------
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Chronic absenteeism - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 13.1 15.7 -2.6 11.2 2100Declined
Lowest Performing 23.8 15.0 8.8 19.1 204Exceeded Target
High needs 14.4 16.2 -1.8 12.1 1850Declined
Econ. Disadvantaged 17.7 19.3 -1.6 15.3 1400Declined
EL and Former EL 9.2 14.3 -5.1 5.5 910Declined
Students w/ disabilities 19.4 20.0 -0.6 15.1 300Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 30--
Hispanic/Latino 15.4 24.4 -9.0 12.0 860Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.---- 1--
White 11.3 11.8 -0.5 8.7 761No Change

Assessment participation
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 118 118100Yes 1 117 117100Yes 1 43 43100Yes 1
Lowest Performing---------------
High needs 104 104100Yes 1 103 103100Yes 1 39 39100Yes 1
Econ. Disadvantaged 91 91100Yes 1 91 91100Yes 1 35 35100Yes 1
EL and Former EL 58 58100Yes 1 57 57100Yes 1 23 23100Yes 1
Students w/ disabilities 23 23100Yes 1 23 23100Yes 1 9----
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 1----
Afr. Amer./Black 17---- 17---- 6----
Hispanic/Latino 54 54100Yes 1 53 53100Yes 1 23 23100Yes 1
Multi-race, Non-Hisp./Lat. 8---- 8---- 2----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 37 37100Yes 1 37 37100Yes 1 10----


About this Report

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools without required assistance or intervention. The reason(s) for the district or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines information about achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a criterion-referenced target percentage of 75% or higher.

The criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

Weighted total of possible points = (Total achievement possible points x Achievement weight) + (Total growth possible points x Growth weight) + (Total high school completion possible points x high school completion weight) + (EL progress possible points x EL progress weight) + (Total additional indicator possible points x Additional indicator weight)

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using data for all accountability indicators. School percentiles are not calculated for districts.

Determination of need for special education technical assistance or intervention: The U.S. Department of Education requires Massachusetts to determine which districts (including single school districts) have specific needs for technical assistance or intervention in the area of special education. A district's determination is based on four categories: Meets Requirements (MR); Needs Assistance (NA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's results, except when the district has specific compliance needs. This designation helps signal whether outcomes for all students in the district indicate progress, including that of students with disabilities, or whether technical assistance and/or intervention is needed to improve outcomes for all children, especially students with disabilities.


Resources
Interpretive Materials Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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